Grade-Level Declines in Perceived Academic Support from Peers: A Moderated Mediation Analysis

Autor/in	Altermatt, Ellen Rydell
Titel	Grade-Level Declines in Perceived Academic Support from Peers: A Moderated Mediation Analysis
Quelle	In: Journal of Early Adolescence, 37 (2017) 6, S.760-773 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431615624568
Schlagwörter	Peer Relationship; Case Studies; Academic Achievement; Prediction; Correlation; Student Adjustment; Elementary School Students; Middle School Students; Instructional Program Divisions; Goal Orientation; Student Surveys; Student Attitudes; Multivariate Analysis; Measures (Individuals); Statistical Analysis + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Case study; Fallstudie; Case Study; Schulleistung; Vorhersage; Korrelation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Zielorientierung; Zielvorstellung; Schülerbefragung; Schülerverhalten; Multivariate Analyse; Messdaten; Statistische Analyse
Abstract	Prior research demonstrates that perceived academic support from peers positively predicts school adjustment. In this cross-sectional study, we provide evidence that perceived academic support from peers declines from 3rd to 8th grade and that this decline is partially mediated by grade-level declines in perceptions that academic success disclosures are normative and will elicit positive responses, especially among students who hold social demonstration goals. Discussion focuses on the importance of assessing changing peer norms for positive behaviors, including a willingness to celebrate peers' academic successes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01